Steele's Principles/Functions of the Classroom Environment EDF 3251 Yusneli Martinez

EDF 3251 Yusneli Martinez Security and Shelter “This is the most fundamental function of all built environments.” (Roman and Weinstein 2015, p.27) This comfortable reading nook provides an opportunity for privacy. This is a space they can “hideaway” if things get overwhelming. Each classroom should have a space that feels like a home away from home. It’s very difficult for learning to take place in an uncomfortable or unsafe environment. Another way of satisfying the student’s sense of safety and security is by arranging the room spaciously, preventing students from feeling confined. Even if you do not have a student with a physical disability, the aisles should stay wide enough to accommodate any specific need (e.g., such as a wheelchairs or walkers).

Social Contact The classroom should be arranged in a way that will stimulate cooperation and social interaction. Grouping desks in clusters enables interaction between students, allowing them to face their peers with confidence. This is a great arrangement for group work. Placing a comfortable rug in the common teaching area also allows students to gather multiple times a day for discussions.

Symbolic Identification  Teachers should make sure their students feel the classroom reflects them.  The classroom should be representing the student’s culture, interest, and background. It refers to the information a setting provides about the people who spend time there (Weinstein et al., pg. 35).  Classrooms should represent the student’s dreams, aspirations and personalities.

 Teachers should have materials labeled and organized for easy access. Students should know where things belong.  The Promethean Board is appropriately located at the front of the room. All students should be able to see it. Task Instrumentality It refers to ways in which an environment can help or inhibit students from carrying out daily tasks (Weinstein et al., 37).

Pleasure  The classroom should be an aesthetically pleasing place since students and teacher spend a great deal of time in it.  The classroom shown in the pictures above incorporated decorating elements (warm colors and plants) that made the classroom feel cozy.  The windows are a great source of natural light making the classroom bright and airy. Students respond positively to the presence of variation in the room. Therefore rooms should offer both cool and warm colors, open spaces, as well as cozy areas. (Weinstein et al., pg. 39).

Use displays that motivate students. Growth The classrooms should foster student’s critical thinking skills This is a way to encourage students to read and allows them to see their progress throughout the year.

Weinstein, C. S., Romano, M. E., & Mignano, A. J. (2015). Elementary classroom management: Lessons from research and practice (6 th Ed.). New York, NY: McGraw-Hill Resources Evertson, C. M. (2017). Classroom Management for Elementary Teachers, 10th Edition.